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Title: A preliminary investigation into the impact on adolescents who attend school with a sibling with a learning disability
Author: Avery, G.
Awarding Body: University of Edinburgh
Current Institution: University of Edinburgh
Date of Award: 2005
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Rationale: The translation of the principles of normalisation into social policy has led to a radical shift in service provision for people with a learning disability (LD). This has led to an interest in the impact of increased contract between children with a learning disability and their siblings. A potentially central factor in the adjustment of siblings of children with a learning disability, which has yet to be investigated, is the nature of their school experience and the impact that this has. Aims: The overall aim of the current study is to investigate the impact that attending either the same school as, or different school from a sibling with a learning disability has on the school experience, self-concept and sibling relationship of the non-disabled sibling. Design and Method: A between subjects design was employed. Self-concept and the quality of the sibling relationship were measured by standardised self-report measures. A semi-structured interview conducted in the adolescent’s school was used to gather data about their school experience. Results: Overall there were no significant differences between the three groups on measures of self-concept, the quality of the sibling relationship or the overall satisfaction of school experience. However there were some significant differences between comparisons of individual groups on certain facets of self-concept and on some aspects of the quality of the sibling relationship. Discussion: The results are discussed in terms of the previous literature and possible reasons for the reported differences between the groups. The methodological limitations of the current research are considered and directions for future research are highlighted.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.Clin.Psych.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available